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ere is a severe shortage of quali ed secondary physics teachers in
the United States: 63% of all high school physics teachers lack either a degree in physics or teacher certi cation. A fundamental cause is that few physics departments are engaged in the preparation of physics teachers, due to lack of professional rewards, negative attitudes about teaching among faculty, di culty working with the college of education, and other factors. Despite such barriers, each year a select few physics departments manage to graduate ve or more quali ed physics teachers annually from their teacher preparation programs. What can we learn from such “thriving programs” to help other programs emulate such results? In this talk we will present our initial results from development and validation of the Physics Teacher Education Program Assessment (P-TEPA). e P-TEPA is a detailed rubric – based on prior work in
the eld – which systematically characterizes elements that typify such “thriving programs”. e P-TEPA is intended to be used by researchers and program leaders to understand and improve physics teacher preparation programs.